This document discusses education for children with hearing impairments. It addresses where they should be taught (educational placement options include self-contained classrooms, partial mainstreaming, and full mainstreaming), how they should be taught (considering language of education and communication modes), and what they should be taught (general vs modified curriculum). It provides suggestions for promoting inclusive classrooms and lists basic principles for inclusive instruction, such as differentiating, providing supports, and using effective teaching strategies that benefit all students. The goal of transition education is to help students achieve quality of life after school by gaining basic, thinking, and personal skills as outlined by the Secretary's Commission on Achieving Necessary Skills.

1. - an encompassing or general term which covers all children with hearing disorder or difficulties.Hard of Hearing- Those in whom the sense of hearing although defective is functional with or without a hearing aid.Deaf – those in whom the sense of hearing is non-functional for the ordinary purposes of life. Hearing Impairment

2. Education of Children with Hearing ImpairmentIssues:1. Where will these children be taught?Educational Placement2. How will these children be taught?Language of education

3. Mode of communication3. What will these children be taught? General Curriculum

4. Modified CurriculumInclusive EducationPhilippine Setting Set Up A- Self ContainSet Up B- Partial MainstreamingSet Up C – Full Mainstreaming

5. Suggestions on How to promote an inclusive classroomPromote acceptance of your studentsProvide preferential sittingIncrease visual informationMinimize classroom noiseModify teaching proceduresHave realistic expectations

6. Basic Principles and Practices of Inclusive InstructionPrinciple 1Differentiate instruction and Provide supports

7. .....offering multiple options for what to learn, how to learn, and how to demonstrate learning 1. Adjust instruction for learning profilesReal life value for the learnerSimplify or supplement the curriculum depending on INDIVIDUAL student needs

8. 2. Offer appropriate accommodation and assistanceAssistive technologiesCaptioningManipulativeSummaries

9. Principle 2Capitalizing on instructional strategies that are effective for all students,

10. Build more time on task, increasing engagement 1. Use Validated teaching methodsOrganizing activitiesCooperative learningPeer-mediated instruction

11. 2. Teach diagnosticallyIdentifying individual needsIdentifies learning stylesUse analysis of daily classroom performance

12. 3. Use realistic and concrete examplesUse real life, everyday examplesKnow who the students areUSE THE LANGUAGE OF THE STUDENTS

13. 4. Actively involve studentsApply hands on, interactive processes in learningPromote attention to taskBecome efficient in promoting learning through better skills in Asking

14. Transition EducationUltimate GoalQuality of Life- the extent which he can make choices

15. Secretary’s Commission on Achieving Necessary SkillsBasic Skills- reads, writes, performs arithmetic and mathematical operations, listens and speakThinking Skills- thinks creatively, makes decision, solves problemPersonal Qualities – display responsibilities, integrity and honesty

16. School to work actSchool-based learning- programs and services designed to help all students meet expected academic standards.Work-based learning – work experience, job training, workplace monitoringConnecting activities- provide support to both the school based and work based learning, provide assistance in finding jobs and continuing education and linking them with community services that maybe useful throughout the transition process.

17. Thank you 